Objective　To explore the effect of case-based learning (CBL) guided by ICF (International Classification of Functioning

Disability and Health) in rehabilitation practice teaching. Methods　Fifty-eight rehabilitation undergraduates who had practiced in the Department of Rehabilitation Medicine in The First Affiliated Hospital of Chongqing Medical University from February 2019 to December 2019 were randomized into observation group and control group. The observation group adopted ICF-guided CBL method for practice teaching

while the control group adopted traditional teaching methods. At the end of the internship

all the students were assessed in terms of their theoretical knowledge

case analysis and clinical practice ability. At the same time

questionnaires were used to conduct a satisfaction survey on the teaching method

and the results of the two groups were compared and analyzed by t test and rank-sum test through SPSS 25.0. Results　The scores of the observation group were higher than those of the control group

with statistical significance (P<0.05）. In the satisfaction survey

the observation group was superior to the traditional teaching method in terms of self-thinking ability and learning initiative

with statistical significance (P<0.05). Conclusion　ICF-guided CBL method can strengthen students' independent thinking ability and learning initiative

and improve the students' clinical comprehensive ability of rehabilitation treatment.